# PENGARUH JADWAL PELAJARAN MATEMATIKA TERHADAPPRESTASI BELAJAR SISWA KELAS VII SEMESTER GENAP Pengaruh Jadwal Pelajaran Matematika terhadap Prestasi Belajar Siswa Kelas VII Semester Genap SMP Al-Islam 1 Surakarta Tahun Ajaran 2012/2013.

PENGARUH JADWAL PELAJARAN MATEMATIKA TERHADAP

PRESTASI BELAJAR SISWA KELAS VII SEMESTER GENAP

SMP AL-ISLAM 1 SURAKARTA

TAHUN AJARAN 2012/2013

NASKAH PUBLIKASI

Untuk Memenuhi Sebagian Persyaratan

Guna Mencapai Derajat Sarjana S-1

Program Pendidikan Matematika

Diajukan Oleh:

KIKI NUR CAHYATI

A 410 090 070

PROGRAM STUDI PENDIDIKAN MATEMATIKA

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

2013

1

THE INFLUENCE OF MATHEMATICS LEARNING SCHEDULE TO

STUDENTS ACHIEVEMENT GRADE VII EVEN SEMESTER SMP ALISLAM 1 SURAKARTA FOR 2012/2013 ACADEMIC YEAR

By

Kiki Nur cahyati1 and Idris Harta2

1

Student of Muhammadiyah University of Surakarta, kikye_cahya@yahoo.com

2

Teaching Staff of UMS Surakarta, idrisharta@gmail.com

ABSTRACT

The purpose of this research is to know there any influence of

mathematics learning schedule to student’s achievement. The populations are all

students of grade VII of 2012/2013 academic year in SMP Al-Islam 1 Surakarta.

While the sample was taken as many as two classes, consist of VII G as class that

obtain a schedule of morning and VII H as class that obtain a schedule of

afternoon. The sampling technique used in this research is purposive sampling.

Data collection method used is documentation method. The technique of

prerequisite analysis by using the Barlett method to homogeneity test that is

continued by test analysis data that is analysis Chi Square. The result of this

research with 5% of significant level show that 2 obs= 6,379 > 2 table = 5,991

such that H0 is rejected, it means that there any influence of mathematics learning

schedule to student’s achievement.

Keyword: mathematics-learning schedule; student’s achievement

1. INTRODUCTION

Many of the problems now faced by the nation of Indonesia. One

of the nation's problems on how to improve the quality of education, which

is generally associated with high and low learning outcomes. Learning

outcomes is basically last achievement after learning. Learning outcomes

is often also referred to as the achievement can usually be measured by

giving tests to students.

One of the branches of science which plays an important role in

the life is mathematics. According to Uno (2007: 4) mathematics is the

science which is a tool thought, communication, tools to solve practical

problems, there are Unsure-element logic and intuition, analysis and

construction, generality and individuality, as well as aspired include

arithmetic, algebra , geometrid an analysis.

Also based on the provisions of Department of Education (1994:

1) the role of mathematics in the purpose of education is to prepare

students to be able to face the ever-evolving state changes through exercise

to act on the basis of critical thinking, rational and careful, and be able to

use mathematical thinking in both science and studying various in

everyday life.

In the implementation of the National Examination (UN) are held

every year, the UN continues to demonstrate Mathematics low absorptive

capacity. This is corroborated by Mohammad Nuh, Minister of Education

and Culture, which states that by 2012, the average value of only 7.74

while the UN purely for the academic year 2011, the average value

reached 7.88 UN. (Http://koran-jakarta.com)

Based on data from the Trends in International Mathematics and

Science Study (TIMSS) in 2011 showed that the average mathematics

achievement scores Indonesian junior level is still below the international

average. A study conducted by the International Association for the

Evaluation of Educational Achievement (IEA) Indonesia was ranked 38 of

42 countries for mathematics. Indonesian junior high students only get an

average value of 386 points for math scores. Whereas the world average is

500 points.

The factors that affect the process and learning outcomes among

internal and external factors. Among them is often the case in this problem

is the placement timetable. Often the class hours have not been

implemented by schools seem effective in particular, in mathematics

lessons.

According J.Biggers (1980) studied in the morning is more

effective than learning at other times. Lessons at the beginning of the

condition of the body is still fresh, still learning spirit high and the

concentration of students still focused on the subject matter so that the

learning process can be run well. This is because mathematics is a subject

that in understanding it requires high concentration. Slameto (2003: 68)

states at the end of the lesson students look exhausted condition, both

physically and spiritually, thinking reduced power, low enthusiasm for

learning and concentration are not fully focused on the lesson.

Based on existing problems, researchers interested in studying the

influence of mathematics timetable for class VII student achievement SMP

Al Islam Surakarta academic year 2012/2013.

This study is limited to issues that address factors that affect

student achievement is limited to math schedule. Formulation of the

problem in this research is "whether there is an influence of the schedule

math class VII student achievement SMP Al-Islam 1 Surakarta? '.

The objectives of this research is to determine whether or not the influence

of math class schedule on student achievement.

2. RESEARCH METHOD

This study includes quantitative research methods Ex post facto

research is intended to measure the effect of independent variables on the

dependent variable (Nana Sudjana and Ibrahim, 1989: 56). The

independent variable in this study is the schedule of lessons categorized

into morning and afternoon schedule. The dependent variable in this study

was student achievement.

The research was conducted in SMP Al-Islam 1 Surakarta is

located on the road Mr. Yamin No. Muh. 125, typhoid, Serengan,

Surakarta. The population in this study were all students of SMP Al-Islam

1 Surakarta which consists of eight classes with an average of 35 students

total. In this study samples were taken two classes of seventh grade class

to obtain G as a morning schedule and class VII H as a class schedule that

obtained afternoon.

The sampling technique used in this study was purposive

sampling technique in the sample which taking by adjusted on the research

objectives (Nana Sukmadinata, 2010: 254).

Data collection methods used are dokumentation method used to

determine a list of names, numbers and student absences and grades

timetable mathematics lesson in class VII in 2012/2013.

Techniques of data analysis using Chi Square analysis, which

previously performed the prerequisite test to test the homogeneity of the

test method Bartlell.

3. RESULTS AND DISCUSSION

In this research study mathematics student achievement data

obtained from the tests of daily tests semester. Based on sample data

obtained from G VII class consisting of 36 students earned the highest

score of 80, a low of 60 and range = 20. The data obtained are presented in

frequency distribution tables using Struges rules. The number of classes

derived from 1 + 3.3 log n, while the class interval obtained from the range

÷ many classes. So that the obtained results are much class 7 to class

interval is 3.

Table 1

Frequency Distribution of Morning Class Data Achievement

INTERVAL

Xi

f

presentase

60 – 62

61

8

22,22%

63 – 65

64

8

22,22%

66 – 68

67

0

0%

69 – 71

70

12

33,33%

72 – 74

73

0

0%

75 – 77

76

7

19,45%

78 – 80

79

1

2,78%

36

100%

TOTAL

Based on the data obtained that the highest achievement in the

interval 69-71 and the lowest frequency at intervals of 66-68 and 72-74.

The maximum score is 80 and the minimum score is 60 with an average of

68.08 and a standard deviation of 194.81.

Of the data samples obtained from H VII class consists of 35

students who obtained the highest score 75, the lowest value of 45 and

range = 30. The data obtained are presented with a frequency distribution

table using Struges rules. The number of classes derived from 1 + 3.3 log

n, while the class interval obtained from the range ÷ number of classes. So

obtained results with the number of grade 7 class interval is 5. Calculations

can be seen in the attachment.

Table 2

Frequency Distribution of Afternoon Class Data Achievement

INTERVAL

Xi

f

presentase

45 – 49

47

3

8,57%

50 – 54

52

2

5,71%

55 – 59

57

0

0%

60 – 64

62

14

40%

65 – 69

67

6

17,14%

70 – 74

72

9

25,71%

75 – 79

76

1

2,86%

35

100%

TOTAL

Of Table 2 shows that the highest achievement in the interval 6064 and the lowest frequency in the interval 55-59. The maximum score is

75 and the minimum is 45 with an average of 62.86 and a standard

deviation of

Based on the standard deviation of the class in the morning and

afternoon classes, student achievement can be grouped into categories of

high, medium, low. Criteria used to limit the group in the morning and

afternoon classes are as follows:

Table 3

Student’s Data Achievement Based On Criterion

Learning Achievement of Criterion

Learning

Scheduled

Low

%

Medium

%

High

%

Morning

8

22,22%

8

22,22%

20

55,55%

Afternoon

20

57,14%

5

14,29%

10

28,57%

From table 3 the gain obtained in class lessons morning schedule

has a high level of academic achievement as many as 20 students,

academic achievement are as many as 8 students and low learning

achievement by 8 students. In the classroom during the lesson schedule

obtained has a high level of academic achievement as many as 10 students,

academic achievement are as many as 5 students and low learning

achievement by 10 students.

Table 4

The Result of Analysis of Homogenates Test

Factor

2 calculate

2 table

Decision

conclusion

3,082

3,841

2 calculate < 2 table

Homogen

Learning

scheduled

(morning &

afternoon)

From Table 4 above, with a significance level of 0.05 is obtained

2 calculate value of 3.082, while the value of 2 table is 3,841. Thus, we can

conclude that 2 calculate < 2 table which means that the independent

variables have the same variance or analyzed data derived from a

homogeneous population variance.

After testing prerequisite analysis, and it was concluded that the

homogeneity test is met, then the hypothesis can be tested. The analysis

used was a Chi Square analysis. From the calculated Chi Square analysis

2 obtained summary as follows:

Table 5

The Result of Analysis Chi Square

Learning

Scheduled

Learning Achievement

Low

Medium

High

Pagi

9,63

11,16

15,21

Siang

9,37

10,85

14,79

Based on the results of Chi Square calculation can be known

magnitude ( 2 obs) of 6.379. To determine 2 table is taken at 0.05

significance level. The amount of degrees of freedom (db) is obtained

through the formula db = (B-1) (K-1). Where B is the row and column K

is. So that the Chi Square table above have db = (2-1) (3-1) = 2, so db = 2.

Based db = 2 and a significance level of 0.05 at the Chi Square

table shows the value of 5.991. This shows that the value of 2 obs = 6.379

over 2 table = 5.991, so it can be concluded that there is significant

influence between mathematics timetable for mathematics achievement of

students

of

class

The steps are as follows:

VII

1

SMP

Al

Islam

Surakarta.

a. Hypotheses

H0 : No influence significant mathematics study schedule to students

learned achievement.

H1 : There is influence significant mathematics study schedule to

student learned achievement

b. Significant level ߙ = 0.05

c. Test Statistic

B

K

2

i 1 j 1

O

E ij

2

ij

E ij

Note:

2 : value of Chi Square

݅

: many of happening watch because level ith, factor B (i = 1, 2, …,

݆

: many of happening watch because level jth, factor K (j = 1, 2, …,

B)

K)

O : frequency of observation

E : data frequency of expected

d. Calculate fo

Eij = ( nio × noj ) ÷ N

nio = row number ith

noj = column number jth

e. Degree of freedom (dk)

dk = (B − 1) (K − 1)

f. Decision Rule

Reject Ho if 2 2 (1-α); {(B−1)(K−1)} and the others is accepted.

(Sudjana, 2005: 279-280)

Success or failure of a learning process depends on the factors

that influence it. As these factors, among others, internal factors and

external factors. Internal factor is a factor that comes from the students

themselves, while external factors are factors related to the factors derived

from the environment.

Based on the results of the hypothesis test Chi Square

2 obs =6.379> 2 table = 5.991, this means that the hypothesis stating that

there are significant math timetable for class VII student achievement SMP

Al-Islam 1 Surakarta with confidence level of 95% is acceptable.

The difference in the average achievement gain class lessons

morning schedule is greater than that obtained class timetable during

which 67.92> 62 indicates that the placement timetable may affect student

achievement.

According to J. Biggers (1980) studied in the morning is more

effective than learning other time. Lessons at the beginning of the

condition of the body is still fresh, still learning spirit high and the

concentration of students still focused on the subject matter so that the

learning process can be run well. This is because mathematics is a subject

that in understanding it requires high concentration.

In line with the statement (Ahmadi, 1975: 75) states for each

subject should look for the best time. This means placing the right time

enables students to follow the lessons well so as to obtain the maximum

comprehension and students can achieve the best possible learning

achievement.

4. CONCLUSION

Based on the analysis and discussion that has been described in

previous chapters with a significance level of 5%, it can be concluded that

the influence of mathematics learning schedule on student achievement

VII class 1 SMP AL-Islam Surakarta academic year 2012/2013.

5. BIBLIOGRAPHY

Depdikbud, 1994. Kurikulum Pendidikan Dasar Garis-garis Besar

Program Pengajaran Sekolah Lanjutan Tingkat Pertama. Jakarta:

Depdikbud.

Napitupulu, Ester L. 2012. “Prestasi Sains dan Matematika Indonesia

Menurun”.

(online),

(http://edukasi.kompas.com/read/2012/12/14/09005434, diakses tanggal 18

April 2013).

Muhibbin, Syah M. 2010. Psikologi Pendidikan dengan Pendekatan Baru.

Bandung: PT Remaja Rosdakarya.

Satri, Yudhistira. 2012. “Nilai Rata-rata UN SMP Merosot” (online),

(http://www.koran-jakarta.com/index.php/detail/view01/92373,

diakses

tanggal 18 April 2013).

Slameto, 2003. Belajar dan Faktor-Faktor yang Mempengaruhinya.

Jakarta: Rineka Cipta.

Sudjana, Nana dan Ibrahim, 1989. Penelitian dan Pendidikan. Bandung:

Sinar Baru.

Sukmadinata, Nana S. 2010. Metode Penelitian Pendidikan. Bandung: PT

Remaja Rosdakarya.

PRESTASI BELAJAR SISWA KELAS VII SEMESTER GENAP

SMP AL-ISLAM 1 SURAKARTA

TAHUN AJARAN 2012/2013

NASKAH PUBLIKASI

Untuk Memenuhi Sebagian Persyaratan

Guna Mencapai Derajat Sarjana S-1

Program Pendidikan Matematika

Diajukan Oleh:

KIKI NUR CAHYATI

A 410 090 070

PROGRAM STUDI PENDIDIKAN MATEMATIKA

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

2013

1

THE INFLUENCE OF MATHEMATICS LEARNING SCHEDULE TO

STUDENTS ACHIEVEMENT GRADE VII EVEN SEMESTER SMP ALISLAM 1 SURAKARTA FOR 2012/2013 ACADEMIC YEAR

By

Kiki Nur cahyati1 and Idris Harta2

1

Student of Muhammadiyah University of Surakarta, kikye_cahya@yahoo.com

2

Teaching Staff of UMS Surakarta, idrisharta@gmail.com

ABSTRACT

The purpose of this research is to know there any influence of

mathematics learning schedule to student’s achievement. The populations are all

students of grade VII of 2012/2013 academic year in SMP Al-Islam 1 Surakarta.

While the sample was taken as many as two classes, consist of VII G as class that

obtain a schedule of morning and VII H as class that obtain a schedule of

afternoon. The sampling technique used in this research is purposive sampling.

Data collection method used is documentation method. The technique of

prerequisite analysis by using the Barlett method to homogeneity test that is

continued by test analysis data that is analysis Chi Square. The result of this

research with 5% of significant level show that 2 obs= 6,379 > 2 table = 5,991

such that H0 is rejected, it means that there any influence of mathematics learning

schedule to student’s achievement.

Keyword: mathematics-learning schedule; student’s achievement

1. INTRODUCTION

Many of the problems now faced by the nation of Indonesia. One

of the nation's problems on how to improve the quality of education, which

is generally associated with high and low learning outcomes. Learning

outcomes is basically last achievement after learning. Learning outcomes

is often also referred to as the achievement can usually be measured by

giving tests to students.

One of the branches of science which plays an important role in

the life is mathematics. According to Uno (2007: 4) mathematics is the

science which is a tool thought, communication, tools to solve practical

problems, there are Unsure-element logic and intuition, analysis and

construction, generality and individuality, as well as aspired include

arithmetic, algebra , geometrid an analysis.

Also based on the provisions of Department of Education (1994:

1) the role of mathematics in the purpose of education is to prepare

students to be able to face the ever-evolving state changes through exercise

to act on the basis of critical thinking, rational and careful, and be able to

use mathematical thinking in both science and studying various in

everyday life.

In the implementation of the National Examination (UN) are held

every year, the UN continues to demonstrate Mathematics low absorptive

capacity. This is corroborated by Mohammad Nuh, Minister of Education

and Culture, which states that by 2012, the average value of only 7.74

while the UN purely for the academic year 2011, the average value

reached 7.88 UN. (Http://koran-jakarta.com)

Based on data from the Trends in International Mathematics and

Science Study (TIMSS) in 2011 showed that the average mathematics

achievement scores Indonesian junior level is still below the international

average. A study conducted by the International Association for the

Evaluation of Educational Achievement (IEA) Indonesia was ranked 38 of

42 countries for mathematics. Indonesian junior high students only get an

average value of 386 points for math scores. Whereas the world average is

500 points.

The factors that affect the process and learning outcomes among

internal and external factors. Among them is often the case in this problem

is the placement timetable. Often the class hours have not been

implemented by schools seem effective in particular, in mathematics

lessons.

According J.Biggers (1980) studied in the morning is more

effective than learning at other times. Lessons at the beginning of the

condition of the body is still fresh, still learning spirit high and the

concentration of students still focused on the subject matter so that the

learning process can be run well. This is because mathematics is a subject

that in understanding it requires high concentration. Slameto (2003: 68)

states at the end of the lesson students look exhausted condition, both

physically and spiritually, thinking reduced power, low enthusiasm for

learning and concentration are not fully focused on the lesson.

Based on existing problems, researchers interested in studying the

influence of mathematics timetable for class VII student achievement SMP

Al Islam Surakarta academic year 2012/2013.

This study is limited to issues that address factors that affect

student achievement is limited to math schedule. Formulation of the

problem in this research is "whether there is an influence of the schedule

math class VII student achievement SMP Al-Islam 1 Surakarta? '.

The objectives of this research is to determine whether or not the influence

of math class schedule on student achievement.

2. RESEARCH METHOD

This study includes quantitative research methods Ex post facto

research is intended to measure the effect of independent variables on the

dependent variable (Nana Sudjana and Ibrahim, 1989: 56). The

independent variable in this study is the schedule of lessons categorized

into morning and afternoon schedule. The dependent variable in this study

was student achievement.

The research was conducted in SMP Al-Islam 1 Surakarta is

located on the road Mr. Yamin No. Muh. 125, typhoid, Serengan,

Surakarta. The population in this study were all students of SMP Al-Islam

1 Surakarta which consists of eight classes with an average of 35 students

total. In this study samples were taken two classes of seventh grade class

to obtain G as a morning schedule and class VII H as a class schedule that

obtained afternoon.

The sampling technique used in this study was purposive

sampling technique in the sample which taking by adjusted on the research

objectives (Nana Sukmadinata, 2010: 254).

Data collection methods used are dokumentation method used to

determine a list of names, numbers and student absences and grades

timetable mathematics lesson in class VII in 2012/2013.

Techniques of data analysis using Chi Square analysis, which

previously performed the prerequisite test to test the homogeneity of the

test method Bartlell.

3. RESULTS AND DISCUSSION

In this research study mathematics student achievement data

obtained from the tests of daily tests semester. Based on sample data

obtained from G VII class consisting of 36 students earned the highest

score of 80, a low of 60 and range = 20. The data obtained are presented in

frequency distribution tables using Struges rules. The number of classes

derived from 1 + 3.3 log n, while the class interval obtained from the range

÷ many classes. So that the obtained results are much class 7 to class

interval is 3.

Table 1

Frequency Distribution of Morning Class Data Achievement

INTERVAL

Xi

f

presentase

60 – 62

61

8

22,22%

63 – 65

64

8

22,22%

66 – 68

67

0

0%

69 – 71

70

12

33,33%

72 – 74

73

0

0%

75 – 77

76

7

19,45%

78 – 80

79

1

2,78%

36

100%

TOTAL

Based on the data obtained that the highest achievement in the

interval 69-71 and the lowest frequency at intervals of 66-68 and 72-74.

The maximum score is 80 and the minimum score is 60 with an average of

68.08 and a standard deviation of 194.81.

Of the data samples obtained from H VII class consists of 35

students who obtained the highest score 75, the lowest value of 45 and

range = 30. The data obtained are presented with a frequency distribution

table using Struges rules. The number of classes derived from 1 + 3.3 log

n, while the class interval obtained from the range ÷ number of classes. So

obtained results with the number of grade 7 class interval is 5. Calculations

can be seen in the attachment.

Table 2

Frequency Distribution of Afternoon Class Data Achievement

INTERVAL

Xi

f

presentase

45 – 49

47

3

8,57%

50 – 54

52

2

5,71%

55 – 59

57

0

0%

60 – 64

62

14

40%

65 – 69

67

6

17,14%

70 – 74

72

9

25,71%

75 – 79

76

1

2,86%

35

100%

TOTAL

Of Table 2 shows that the highest achievement in the interval 6064 and the lowest frequency in the interval 55-59. The maximum score is

75 and the minimum is 45 with an average of 62.86 and a standard

deviation of

Based on the standard deviation of the class in the morning and

afternoon classes, student achievement can be grouped into categories of

high, medium, low. Criteria used to limit the group in the morning and

afternoon classes are as follows:

Table 3

Student’s Data Achievement Based On Criterion

Learning Achievement of Criterion

Learning

Scheduled

Low

%

Medium

%

High

%

Morning

8

22,22%

8

22,22%

20

55,55%

Afternoon

20

57,14%

5

14,29%

10

28,57%

From table 3 the gain obtained in class lessons morning schedule

has a high level of academic achievement as many as 20 students,

academic achievement are as many as 8 students and low learning

achievement by 8 students. In the classroom during the lesson schedule

obtained has a high level of academic achievement as many as 10 students,

academic achievement are as many as 5 students and low learning

achievement by 10 students.

Table 4

The Result of Analysis of Homogenates Test

Factor

2 calculate

2 table

Decision

conclusion

3,082

3,841

2 calculate < 2 table

Homogen

Learning

scheduled

(morning &

afternoon)

From Table 4 above, with a significance level of 0.05 is obtained

2 calculate value of 3.082, while the value of 2 table is 3,841. Thus, we can

conclude that 2 calculate < 2 table which means that the independent

variables have the same variance or analyzed data derived from a

homogeneous population variance.

After testing prerequisite analysis, and it was concluded that the

homogeneity test is met, then the hypothesis can be tested. The analysis

used was a Chi Square analysis. From the calculated Chi Square analysis

2 obtained summary as follows:

Table 5

The Result of Analysis Chi Square

Learning

Scheduled

Learning Achievement

Low

Medium

High

Pagi

9,63

11,16

15,21

Siang

9,37

10,85

14,79

Based on the results of Chi Square calculation can be known

magnitude ( 2 obs) of 6.379. To determine 2 table is taken at 0.05

significance level. The amount of degrees of freedom (db) is obtained

through the formula db = (B-1) (K-1). Where B is the row and column K

is. So that the Chi Square table above have db = (2-1) (3-1) = 2, so db = 2.

Based db = 2 and a significance level of 0.05 at the Chi Square

table shows the value of 5.991. This shows that the value of 2 obs = 6.379

over 2 table = 5.991, so it can be concluded that there is significant

influence between mathematics timetable for mathematics achievement of

students

of

class

The steps are as follows:

VII

1

SMP

Al

Islam

Surakarta.

a. Hypotheses

H0 : No influence significant mathematics study schedule to students

learned achievement.

H1 : There is influence significant mathematics study schedule to

student learned achievement

b. Significant level ߙ = 0.05

c. Test Statistic

B

K

2

i 1 j 1

O

E ij

2

ij

E ij

Note:

2 : value of Chi Square

݅

: many of happening watch because level ith, factor B (i = 1, 2, …,

݆

: many of happening watch because level jth, factor K (j = 1, 2, …,

B)

K)

O : frequency of observation

E : data frequency of expected

d. Calculate fo

Eij = ( nio × noj ) ÷ N

nio = row number ith

noj = column number jth

e. Degree of freedom (dk)

dk = (B − 1) (K − 1)

f. Decision Rule

Reject Ho if 2 2 (1-α); {(B−1)(K−1)} and the others is accepted.

(Sudjana, 2005: 279-280)

Success or failure of a learning process depends on the factors

that influence it. As these factors, among others, internal factors and

external factors. Internal factor is a factor that comes from the students

themselves, while external factors are factors related to the factors derived

from the environment.

Based on the results of the hypothesis test Chi Square

2 obs =6.379> 2 table = 5.991, this means that the hypothesis stating that

there are significant math timetable for class VII student achievement SMP

Al-Islam 1 Surakarta with confidence level of 95% is acceptable.

The difference in the average achievement gain class lessons

morning schedule is greater than that obtained class timetable during

which 67.92> 62 indicates that the placement timetable may affect student

achievement.

According to J. Biggers (1980) studied in the morning is more

effective than learning other time. Lessons at the beginning of the

condition of the body is still fresh, still learning spirit high and the

concentration of students still focused on the subject matter so that the

learning process can be run well. This is because mathematics is a subject

that in understanding it requires high concentration.

In line with the statement (Ahmadi, 1975: 75) states for each

subject should look for the best time. This means placing the right time

enables students to follow the lessons well so as to obtain the maximum

comprehension and students can achieve the best possible learning

achievement.

4. CONCLUSION

Based on the analysis and discussion that has been described in

previous chapters with a significance level of 5%, it can be concluded that

the influence of mathematics learning schedule on student achievement

VII class 1 SMP AL-Islam Surakarta academic year 2012/2013.

5. BIBLIOGRAPHY

Depdikbud, 1994. Kurikulum Pendidikan Dasar Garis-garis Besar

Program Pengajaran Sekolah Lanjutan Tingkat Pertama. Jakarta:

Depdikbud.

Napitupulu, Ester L. 2012. “Prestasi Sains dan Matematika Indonesia

Menurun”.

(online),

(http://edukasi.kompas.com/read/2012/12/14/09005434, diakses tanggal 18

April 2013).

Muhibbin, Syah M. 2010. Psikologi Pendidikan dengan Pendekatan Baru.

Bandung: PT Remaja Rosdakarya.

Satri, Yudhistira. 2012. “Nilai Rata-rata UN SMP Merosot” (online),

(http://www.koran-jakarta.com/index.php/detail/view01/92373,

diakses

tanggal 18 April 2013).

Slameto, 2003. Belajar dan Faktor-Faktor yang Mempengaruhinya.

Jakarta: Rineka Cipta.

Sudjana, Nana dan Ibrahim, 1989. Penelitian dan Pendidikan. Bandung:

Sinar Baru.

Sukmadinata, Nana S. 2010. Metode Penelitian Pendidikan. Bandung: PT

Remaja Rosdakarya.